ScholarWorks@Gyeongsang National University: Joo, Young Hyeo

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Joo, Young Hyeo (주영효)

사범대학 (교육학과)

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Tel 0557722136
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AI·디지털 역량:5||교육행정:4||자유학기제:4||FGI:4||professional learning community:3||Educational Administration:3||자격연수:3||창의적 체험활동:3||free semester system:3||principal leadership:3||educational administration:3||질적 연구:3||고교학점제:3||education policy:2||전문가학습공동체:2||부산교육종단연구:2||학부모:2||job competency:2||Qualitative Research:2||AI·digital competency policy:2||교육정책:2||qualification training:2||교육행정학:2||학습공동체:2||qualification training program:2||high school credit system:2||AI·digital competency:2||IPA:2||긍정심리자본:2||예비교사:2||teacher education:2||대입 전형:2||직무역량:2||교사 역량:2||진로교육:2||교사 연수:2||2022 revised curriculum:2||교사의 교수 활동:2||질 평가:2||school culture:2||델파이 조사:2||자유학년제:2||2022 개정 교육과정:2||Instructional Improvement:1||Instructional Supervision:1||Internal Open Recruitment System of Principals:1||KELS:1||Korea:1||Korean Federation of Teachers’ Association (KFTA):1||Korean educational information disclosure system:1||MutiSEM:1||OECD:1||Office of Education:1||Open Recruitment System of Principals:1||PLC:1||PRIME project:1||Parental Participation Policy in Schooling:1||Parental involvement:1||Parents:1||Parents’ Association:1||Participation in schooling:1||Phenomenological Analysis Method:1||Policy Analysis:1||Policy multiple streams:1||Positive Psychological Capital:1||Principal Certificate:1||Prior Learning:1||Professional learning community:1||Public Trust:1||Qualification of IORSP:1||Quality Evaluation:1||Rational Choice Institutionalism:1||Research Methods:1||SSR:1||School Council:1||School Sports Club Activities:1||Special Law of Public Education Normalization:1||Sports Instructor:1||Supervision:1||System for the University Admission:1||Teacher Competency:1||Teacher Professionalism:1||Teacher Promotion System:1||Teacher Training:1||Teacher job satisfaction:1||Teacher learning community:1||Teacher professionalism:1||Total expenditure:1||authentic leadership:1||behavior indicator:1||career decisionmaking:1||career education:1||career exploration activities:1||character education policy:1||college entrance exam system:1||college entrance types:1||college life:1||competencybased curriculum:1||complex system:1||creative experience activities:1||curriculum:1||databased decisionmaking:1||delphi method:1||democratic citizenship:1||distributed leadership:1||educational artifact:1||educational community:1||emergence:1||emotional labor:1||employment:1||free school year system:1||free semester activities:1||general pedagogical knowledge:1||global governance:1||globalization:1||governance:1||government financial aid program:1||hierarchical linear mode:1||higher education decision:1||historical institutionalism:1||humanity/social science:1||inservice teacher:1||inference:1||intensive reflection:1||intensive teacher training program:1||interests and pressure groups:1||international comparison:1||interpretive case study:1||joint curriculum:1||latent growth modeling:1||learning community:1||learning organization:1||local universities:1||major choice:1||middle school teacher:1||mixed methods research:1||multiSEM:1||near and far transfer:1||nonlinear selforganization:1||open secondary school policy:1||parental background:1||parents:1||path dependence:1||path evolution:1||performance evaluation:1||phenomenological analysis method:1||policy agenda setting:1||policy convergence:1||policy window:1||policymaking process:1||positive psychological capital:1||preservice and inservice teachers’ learning community:1||preservice teacher:1||preservice teachers:1||professional development:1||professional organizations:1||professionalism:1||public relations:1||qualitative case study:1||qualitative performance analysis:1||qualitative research:1||quality evaluation:1||research method:1||rural schools:1||satisfaction on higher education:1||school members:1||school operating system:1||school organization:1||school structure:1||secondary school principals:1||secondary school viceprincipals:1||social capital:1||structural reform in higher education:1||student background:1||student competency:1||student data:1||subject linkage:1||sustainable development policy:1||teacher administrative work:1||teacher career development stage:1||teacher competency:1||teacher education institutions:1||teacher training:1||teacher training program:1||teachers’ association:1||teacher’s teaching activity:1||teaching activity of teacher:1||teaching profession satisfaction:1||teachinglearning:1||village education community:1||‘Double Reduction’ policy:1||‘쌍감’ 정책:1||감정노동:1||거버넌스:1||게임 이론:1||고등교육기관:1||공교육정상화법:1||공동교육과정:1||공모교장 자격:1||교과 연계:1||교사 발달 단계:1||교사 전문성:1||교사교육:1||교사의 행정업무:1||교사학습공동체:1||교수학습:1||교원단체:1||교원승진제도:1||교원양성기관:1||교원연수:1||교육공동체:1||교육과정:1||교육적 관여:1||교육청:1||교장 리더십:1||교장공모제:1||교장자격증:1||교장지도성:1||교직만족도:1||국제 비교:1||내부형 공모교장:1||농어촌 학교:1||대학 구조개혁:1||대학 재정지원사업:1||대학 진학 결정:1||대학교육 만족도:1||대학생활:1||대학입시제도:1||동아리 활동:1||마을교육공동체:1||민주시민:1||복잡계:1||부모 배경:1||비선형 자기조직화:1||비용함수:1||산업연계 교육활성화 선도대학(PRIME) 사업:1||생태학적 접근:1||선행학습:1||성과 평가:1||수업 개선:1||수업장학:1||스포츠 강사:1||실행연구:1||심화연수:1||싱가포르 교원의 AI·디지털 역량 지원 정책:1||싱가포르의 AI·디지털 역량 교육:1||역량기반 교육과정:1||연구 방법:1||연구방법:1||예비현직교사 학습공동체:1||위계적 선형모형:1||이익 및 압력단체:1||인문･사회계열:1||인성교육정책:1||일반 교육학적 지식:1||임상장학:1||입학사정관 전형:1||자유학기 활동:1||잠재성장모형:1||장학:1||재정지원:1||전공 선택:1||전문성 개발:1||전문직 단체:1||전문직주의:1||정성적 성과 분석:1||정책 분석:1||정책 홍보:1||정책결정과정:1||정책신뢰:1||정책의 창:1||정책의제설정:1||정책흐름 모형:1||중견교사:1||중국 교원의 AI·디지털 역량 정책:1||중국의 AI·디지털 역량 교육:1||중등 교감:1||중등 교장:1||중요도  신뢰도 분석:1||중요도수행도 분석:1||중요도수행도 분석(IPA):1||중학교 교사:1||지역대학:1||진로･진학 의사결정:1||진로탐색 활동:1||진정성:1||진정성 리더십:1||진정성 리더십(authentic leadership):1||질적 사례 연구:1||창발:1||총지출:1||추론:1||취업 효과:1||학교 구성원:1||학교 문화:1||학교 운영 체제:1||학교 조직:1||학교교육 참여:1||학교스포츠클럽 활동:1||학교운영위원회:1||학부모 학교교육 참여:1||학부모회:1||학생 1인당 지출:1||학생 배경:1||학생부:1||학생부종합 전형:1||학생부종합전형:1||학생역량:1||학습조직:1||한국교육종단조사:1||한국교총:1||합리적 선택제도주의:1||행동 지표:1||현상학적 연구 방법:1||현상학적 연구방법:1||현직교사:1||1525 years’ experiencedteachers:1||혼합방법연구:1||2015 revised curriculum:1||2015 개정 교육과정:1||AI･디지털 역량:1||AI and Digital competency:1||AI and digital competency:1||AI and digital education:1||AIDigital Competency:1||AI/Digital competency:1||AI·digital competency education in China:1||AI·digital competency education in Singapore:1||AI·digital competency policy for Chinese teachers:1||AI·digital competency policy for Singapore teachers:1||AI·디지털 역량 정책:1||AI·디지털 역량 지원 정책:1||AI·디지털 활용 교육:1||Action Research:1||Admission Officer System:1||Authentic Leadership:1||Authenticity:1||BELS:1||Busan Educational Longitudinal Study:1||CSRS:1||Career Education:1||Clinical Supervision:1||Club Activities:1||Collective teacher efficacy:1||Comprehensive School Report Policy for college admission:1||Cost function:1||Creative Experience Activities:1||Creative Experiential Activities:1||Delphi method:1||Distributed leadership:1||Ecological Approach:1||Education Policy:1||Expenditure per student:1||Financial support:1||Free SchoolYear System:1||Free Semester System:1||Game Theory:1||HSCS:1||Higher education institution:1||Importance  Reliability Analysis:1||

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